{"title":"培养智慧:教师教育批判性反思》评论:霍华德-伍德豪斯(Howard Woodhouse)著:《未来教师为何需要教育哲学》(2023 年)。","authors":"A. Scarfe","doi":"10.1007/s10780-024-09509-y","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":39982,"journal":{"name":"Interchange","volume":"3 12","pages":"1-8"},"PeriodicalIF":0.0000,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Cultivating Wisdom: A Review of Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy, by Howard Woodhouse. (2023).\",\"authors\":\"A. Scarfe\",\"doi\":\"10.1007/s10780-024-09509-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":39982,\"journal\":{\"name\":\"Interchange\",\"volume\":\"3 12\",\"pages\":\"1-8\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Interchange\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s10780-024-09509-y\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interchange","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10780-024-09509-y","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Cultivating Wisdom: A Review of Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy, by Howard Woodhouse. (2023).
期刊介绍:
Interchange, an externally refereed educational quarterly, embraces educational theory, research, analysis, history, philosophy, policy and practices. The journal seeks to foster exchanges among practitioners, policy-makers, and scholars and to provide a forum for comment on issues and trends in education. The journal specializes in frank argumentative articles on the fundamental purposes of education. Its articles typically challenge conventional assumptions about education and higher education and do so from perspectives in philosophy or the social sciences. A special feature is the publishing of responses, and frequently response to responses, in the same issue as the article which provoked them. Its authors are scattered throught the world. All contributions to this journal are peer reviewed.